Large-Scale School Reform as Viewed from the Self-Determination Theory Perspective

Autor/in	Deci, Edward L.
Titel	Large-Scale School Reform as Viewed from the Self-Determination Theory Perspective
Quelle	In: Theory and Research in Education, 7 (2009) 2, S.244-252 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878509104329
Schlagwörter	Foreign Countries; High Schools; Educational Change; Self Determination; Psychological Needs; Satisfaction; School Restructuring; School Personnel; Alignment (Education); Outcomes of Education; Israel; Kansas + Suchen Sie Ihr Suchwort? Ausland; High school; Oberschule; Bildungsreform; Selbstbestimmung; Zufriedenheit; Schulreformplan; Schulumwandlung; Schulpersonal; Lernleistung; Schulerfolg
Abstract	Successful school reform requires that administrators, teachers, and students internalize the value of improved teaching and learning and of the policies, structures, procedures, and behaviors implicit in the reform. This is most likely to happen when school personnel and students experience satisfaction of their basic psychological needs for autonomy, competence, and relatedness while planning and implementing the reform. When the components of a reform are relatively flexible rather than rigid and when the processes through which the reform is introduced and implemented are autonomy supportive, people will experience greater need satisfaction and will be more likely to internalize and endorse the reform. This article focuses on one approach to comprehensive school reform, namely, First Things First, and examines it in terms of self-determination theory principles. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10